Gamifying Learning in High Schools: Perceptions of Students in Selected African Countries

Abstract

The aim of this paper was to present the findings from an empirically grounded investigation into the perception of Students on gamifying learning in high schools within African countries, informing the current literature on gamification in learning within African contexts and providing a new approach on how gamification can be incorporated into learning within African countries namely Namibia, Nigeria, Ghana and Kenya. The study was conducted in four countries in Africa. 800 quantitative survey questions were distributed among high school students in these countries. However, 525 questionnaires were completed. Simple random sampling technique was used. Descriptive Statistics was used to analyse the findings using the Statistical Package for Social Sciences (SPSS). The findings revealed that students are already actively involved in gamified learning activities in class and found them useful for their learning. However, there is a need to look at the distractive tendencies it poses in class. Recommendations on how to incorporate gamification in learning within African countries are proposed.